a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a jour...

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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.

a field trip to a historical place. &bull; 3.5.tpi.6. identify people, events, areas and ideas that create a history <span class="highlight">of</span> a place. &bull; 3.5.tpi.7. assemble historical information using a variety <span class="highlight">of</span> sources (e.g., newspaper, book, video, and computer). &bull; 3.5.tpi.8. create a <span class="highlight">journal</span> entry about a major historical event or figure. &bull; 3.5.tpi.9. create a &quot;then&quot; and &quot;now&quot; class museum. at Level 3, the student is able to &bull; 3.5.tpi.10. choose a favorite historical event and <span class="highlight">research</span> it using computer and media.

50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries t...

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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each

reading because students must engage in repeated readings <span class="highlight">of</span> the text, which supports fluency. Naturally, retelling is its own form <span class="highlight">of</span> assessment &ndash; since the student&rsquo;s recitation confirms his/her reading <span class="highlight">of</span> it and reveals the extent <span class="highlight">of</span> his/her comprehension. <span class="highlight">Research</span> indicates that retelling increases both the quantity and quality <span class="highlight">of</span> what is comprehended. Teachers can use retelling as a way to build silent reading fluency and to measure comprehension. Having a student retell allows a teacher to assess a

48 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students&rsquo; feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn

50 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each

49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are con...

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49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading

good reading because students must engage in repeated readings <span class="highlight">of</span> the text, which supports fluency. Naturally, retelling is its own form <span class="highlight">of</span> assessment &ndash; since the student&rsquo;s recitation confirms his/her reading <span class="highlight">of</span> it and reveals the extent <span class="highlight">of</span> his/her comprehension. <span class="highlight">Research</span> indicates that retelling increases both the quantity and quality <span class="highlight">of</span> what is comprehended. Teachers can use retelling as a way to build silent reading fluency and to measure comprehension. Having a student retell allows a teacher to

47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students&rsquo; feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn to write without fear

49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading

59 RAFT This chart shows examples <span class="highlight">of</span> role, audience, format and topic combinations which may be used for reflective writing exercises in various curricula areas. Role Audience Format Topic bald eagle public radio public service announcement symbols on the American currency Barbara Bush mothers advice column duties/responsibilities <span class="highlight">of</span> president calculator math students letter to the editor use <span class="highlight">of</span> calculator in the classroom heart medical community <span class="highlight">journal</span> article value <span class="highlight">of</span> exercise

Narrow a research question so that the research process is manageable. #0;3 0201.4.2 Select three sources to answer a research question. #0;3 0201.4.3 Utilize the family and community as sources of information. #0;3 0201.4.4 Visit the library/media center as a source ...

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Narrow a research question so that the research process is manageable. #0;3 0201.4.2 Select three sources to answer a research question. #0;3 0201.4.3 Utilize the family and community as sources of information. #0;3 0201.4.4 Visit the library/media center as a source of information for research. #0;3 0201.4.5 Recognize and identify a variety of print and electronic resources available for information. #0;3 0201.4.6 Understand the purpose of reference materials. #0;3 0201.4.7 Write a

Grade 3 Page 7 Standard 4 - Research Grade Level Expectations GLE 0301.4.1 Identify and narrow a grade-appropriate research topic. GLE 0301.4.2 Gather information from a variety of sources to support a research topic. GLE 0301.4.3 Present research results in a...

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Grade 3 Page 7 Standard 4 - Research Grade Level Expectations GLE 0301.4.1 Identify and narrow a grade-appropriate research topic. GLE 0301.4.2 Gather information from a variety of sources to support a research topic. GLE 0301.4.3 Present research results in a written report. Checks for Understanding (Formative/Summative Assessment) #0;3 0301.4.1 Define and narrow a topic for research. #0;3 0301.4.2 Identify three or more resources using more than one medium to support a

Grade 1 Page 5 Standard 4 - Research Course Level Expectations GLE 0101.4.1 Define and narrow a research question appropriate to grade level and ability. GLE 0101.4.2 Select a source necessary to answer the research question. GLE 0101.4.3 Deliver an oral report that demonstrates a gathering of information. Checks for Understanding (Formative/Summative Assessment) #0;3 0101.4.1 Narrow a research question so that the research process is manageable. #0;3 0101.4.2 Select two

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